1. What does the data say about our assessment practices?
Your Name: David Baxter
Response: Hi Team, I was looking at Atlas on one of the PD days and noticed that when we have two or more teachers teaching the same thing, and also a collaborative document, a particular benchmark then shows up as having been assessed three or four times when in fact it was only assessed once. We need to keep that in mind when we look at the documents. I was using Resource 1 (subject a and grade level PDF's) along with Altas when noticing this discrepancy
Your Name: Alicia Lewis
Response: There are filters we can use in Atlas to narrow it down either to collaborations, but does it give us a more accurate picture of what our students experience to compare or know what all teachers are using, even across common grades or subjects? Should we generate reports that might mirror a students' experience moving across grade levels (i.e., tracking individual teachers across a 2-3 year projection)?
Name: Alfred Olivas
Response: From the Assessment Variety Resource -This comment is more about what the current data does not say. I wonder how much of this needs to be broken down into Formative, Summative, or even just Activities. I see that Independent Reading is listed as an assessment in the Chinese curriculum, but what does that mean as far as assessment by the teacher for the student? That was also the only place I saw Independent Reading listed as a common assessment type.
Name:davidbaxter49
Response: It seems to me that many teachers are really not sure what to put for "type of assessment" in Atlas. There a lot of "other" assessments. Maybe there should be definitions and examples in Atlas.
Name: Hilda Huang
Response: Some benchmarks are much more frequently assessed than the others. For example, the document shows that there are four benchmarks that have never been assessed in AP Chinese.
1. What does the data say about our assessment practices?
Your Name: David Baxter
Response: Hi Team, I was looking at Atlas on one of the PD days and noticed that when we have two or more teachers teaching the same thing, and also a collaborative document, a particular benchmark then shows up as having been assessed three or four times when in fact it was only assessed once. We need to keep that in mind when we look at the documents. I was using Resource 1 (subject a and grade level PDF's) along with Altas when noticing this discrepancy
Your Name: Alicia Lewis
Response: There are filters we can use in Atlas to narrow it down either to collaborations, but does it give us a more accurate picture of what our students experience to compare or know what all teachers are using, even across common grades or subjects? Should we generate reports that might mirror a students' experience moving across grade levels (i.e., tracking individual teachers across a 2-3 year projection)?
Name: Alfred Olivas
Response: From the Assessment Variety Resource -This comment is more about what the current data does not say. I wonder how much of this needs to be broken down into Formative, Summative, or even just Activities. I see that Independent Reading is listed as an assessment in the Chinese curriculum, but what does that mean as far as assessment by the teacher for the student? That was also the only place I saw Independent Reading listed as a common assessment type.
Name:davidbaxter49
Response: It seems to me that many teachers are really not sure what to put for "type of assessment" in Atlas. There a lot of "other" assessments. Maybe there should be definitions and examples in Atlas.
Name: Hilda Huang
Response: Some benchmarks are much more frequently assessed than the others. For example, the document shows that there are four benchmarks that have never been assessed in AP Chinese.
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